Formación e apoio

Formación e apoio

Open Learning and Large Learning Objects (Courses)

Open Learning and Large Learning Objects (Courses) -

Reflections about by Spike Hall and Sebastian Fiedler about open learning and large learning objects. ____JH

"Open Learning" and "Large Learning Objects" (Courses).

Spike Hall picture: Summary: Formal, instructionally oriented knowledge offerings continue to expand. Now, if certification via passage through a "program" ,i.e., pay-for-learning sequence, is not of concern, you may work your way to learning "world class" knowledge without having to pay "world class" prices. From your home computer.

This is, among other things, a move in the direction of distributive justice, countering the tendency for the rich (in knowledge) to get richer and the poor (having little knowledge and little real access to it) to get poorer.

All we need now is for everyone to have online access and the ability to use it. (A computer in every hut?) ... [Spike Hall]

Sebastian Fiedler Icon: This is connected to what I tried to get across at the recent BlogTalk Downunder conference in Sydney, Australia. The current global trend to push more and more people into contract work or some sort of self-employment does not only force individuals to take responsibility for upgrading their own skill and knowledge base, it might also result in a growing independence from certification and accreditation on a personal level. After all, what's the point in getting certification if no HR guy or girl is looking at your CV anymore. It is more likely that you will have to show a record of clients, projects, artifacts etc. instead of Diplomas, Degrees, and so forth. Reputation is built differently in the part of a networked society that lives and operates outside of the big corporate business world.

Now, it is interesting to watch that big institutions like Utah State or MIT (see Spikes post for more details and links) support the Open Learning Support movement, but from my perspective we are still too focused on content. It is not only about learning objects, courses, and materials. What is lacking is a vision of how we can also establish and sustain conversational encounters (for learning) with people in a more targeted way. And yes, we must also think about economic models that could support such a development. Not all "experts", teachers or consultants are economically covered by large institutions and can give away most of their time for nothing. But if content becomes less and less of an issue we need to think about educational services that could operate in such an environment on a more decentralized, yet economically viable model.

This requires more than allowing people to access professionally developed materials. It would require affordable infrastructure to create, share, communicate ... or should we say directly interface with individuals, in synchronous an asynchronous ways. Weblogs, Webfeeds, Social Networking services, they mean a big leap forward, but we also need video/audio, application sharing, and so forth. All these pieces are coming together step by step... and they create a whole new infrastructure which "if certification via passage through a "program" ,i.e., pay-for-learning sequence, is not of concern" (to use Spikes's words here) will allow many people to establish new relationships for learning.

This is way I think educational research needs to pay more attention to what is happening outside of formal educational settings. Instead of tweaking open practices like Weblog authoring so that they fit the current formal education enterprise, we might as well explore what happens if you take out some of the assumptions that drive formally organized learning. [Sebastian Fiedler]

[Seblogging News]
[EduResources Weblog--Higher Education Resources Online]

Supporting Teacher Change Through Online Professional Development

Supporting Teacher Change Through Online Professional Development - AbstractThis multiple case study examines elementary teachersâ?? experiences as they participated in the online professional development course, Cognitive Literacy Strategies for the Elementary Classroom. [Distance-Educator.com]

What is a Service Desk: Frequently Asked Questions (FAQ) #2

What is a Service Desk: Frequently Asked Questions (FAQ) #2 -

Service Desk Program<?xml:namespace prefix = o ns = "urn:schemas-microsoft-com:office:office" />

Frequently Asked Questions (FAQ)

For OUHSC Information Technology

Issue No. 2 May 18, 2005

What is a Service Desk…

What is a Service Desk?

The Service Desk is critically important as the very first contact the organization’s users have with IT Services. The Service Desk is a single point of contact for end users who need anything from IT. The Service Desk handles day-to-day customer issues, end-user calls, and related service issues.

The Service Desk is NOT just a call center or expanded help desk. IT offers a broader range of services through a more global approach to IT. Not only can a Service Desk handle incidents, problems and questions, but a Service Desk can also provide an interface for other activities such as customer change requests, billing and availability management.

The Service Desk has great strategic importance. It represents the interests of the customer to the rest of the IT organization, and is the most important function in an organization for many customers. Because of this, the Service Desk helps to ensure the delivery of customer satisfaction – the key measurement of effective IT Services Management.

An ITIL-based Service Desk …[*]

·Provides a single point of contact (SPOC) for customers and users

· Facilitates the restoration of normal operational service

· Solves most incidents

· Is the front door for other IT departments

· Deals with many customer queries without needing to contact specialist personnel

· Follows up calls originating from within the IT organization

· Detects incidents

· Verifies the details of a caller and their IT resource (also called a configurable item, or CI)

· Handles all incoming calls and only escalates them to the second or third tier support when necessary

· Engages in activities supporting standard processes

· Informs users about the supported products and services to which they are entitled

· Maintains the contacts with customers through promotion of, and providing information about, IT services

· Supports the provision of the services that have been agreed by guaranteeing access to the IT organization

· Acts as a filter that only lets call through to 2nd and third-line support where this is actually necessary

· Always acts professionally when dealing with users

· Ensures that users do not have to search endlessly for a solution

· Ensures accessibility of the IT organization

· Is consistent and efficient in all customer contacts

· Serves as the main source of information to users

· Provides information about new and existing services, provisions of Service Level Agreements (SLAs) and order procedures and costs

· Responsible for contacts with maintenance suppliers

· Performs backups and restores, provides LAN connections, allocates disk space change requests, creates accounts, authorizes and changes passwords (i.e., “standard changes”)

· Has access to a knowledge base, which will contain a list of known solutions for common incidents

· Is responsible for keeping the customer informed on the status of their request

· Is a centralized function for incident and request handling

· Performs ongoing monitoring and management of customer satisfaction

· Provides strong levels of incident communications and ownership

· Has staff and management with the right level of support and customer care skills

· Ensures long term customer retention and satisfaction

· Assists in the identification of business opportunities

· Reduces support costs by the efficient use of resource and technology

· Provides advice and guidance to customers

· Communicates and promotes IT services

· Manages and controls service communications to customers, suppliers and the business

· Coordinates incident management activities

· Manages people, processes and technologies that form the contact infrastructure

· Provides management information about service desk quality and operations

· Integrates business processes into the service management infrastructure

· Records and tracks incidents and complaints

· Keeps customers informed on request status and progress

· Makes an initial assessment of requests, attempting to resolve them or refer them to someone who can

· Implements monitoring and escalation procedures relative to the appropriate SLAs

· Supports identification of problems

· Closes incidents and confirms with the customers

· Coordinates second-line and third line support

· Details actions taken to resolve the incident in concise and readable language

· Classifies complete and accurate information according to root cause

· Resolves with the customer - verbally or, preferably, by email or in writing

· Controls incidents, so that: The customer is satisfied, Cost-center project codes are allocated, the time spent on the incident is recorded, the person, date and time of closure are recorded

· Is where all questions, issues and requests are logged and recorded

· Conducts level 1 incident management support

· Is the focal point for the incident management process

· Is a function of the information technology department

· Assigns the priority of incidents based on impact & urgency

· Receives incidents back from other support groups

· Contacts the person reporting the incident to verify that it has been resolved

· Owns all incidents

· Monitors progress and informs users of the status of their incident

· Is aware of change / release plans and how they will affect routine activities

· Provides information about the quality perception (user satisfaction) of service level management to the it organization

· Assists in defining the response and solution times that will come into effect in the event of a service interruption



[*] This list was developed from numerous official & unofficial sources, may include repetitive statements or activities, and does not necessarily reflect the actual service desk function to be developed for the OU Health Sciences Center

[Educause]

Faculty Development Resources

Faculty Development Resources -

Faculty Development Resources - broad range of topics - emotional intelligence, learning styles, blended learning, plagiarism detection, etc.

[elearnspace]

An online community for teachers

An online community for teachers - TeacherEd.com is a new site set up to facilitate collaboration and discussion among teachers. "Are you an experienced teacher who loves new ideas? Or are you a new teacher, looking for some helpful suggestions? Do you sometimes feel isolated in...From [Edu_RSS]

Learner Support

Learner Support -

Much of our discussion of online learning centres on technology and teaching. On the periphery, we periodically talk about the learner. This is changing, of course, as concepts of "learner-centered" gain momentum. Yet even this development assumes that our main task is one of giving learners control. It's not. Learner-centered is about designing from the learner's perspective; ensuring the course/content is reflective of the needs of the profiled end-user. Part of that process involves the creation of a well-designed learner support program. 10 Steps to Develop Learner Support (.pdf via e-learning centre) is a useful starting point.

[elearnspace]

The Five Essentials of Technology Facilitators

The Five Essentials of Technology Facilitators -

The Five Essentials of Technology Facilitators (via Ray): "Many school administrators ask themselves the question, "What can I do to help my teachers integrate technology into their daily lesson plans?" Hiring the right person to assist and support the teachers is a step in the right direction."
Comment: While there is a growing interest in teaching online, many instructors still enter the field blindly. This article attempts to articulate the characteristics needed by effective online facilitators (from the perspective of an employer). Unfortunately, there doesn't appear to be an abundance of trained online instructors. The five points listed ((1) Experienced educators, (2) Enthusiastic technophiles, (3) Effective trainers, (4) Eager mentors, and (5) Exemplary administrators) could be best seen as a potential training agenda.

[elearnspace]

10 steps to develop learner support - a guideline through the key issues

10 steps to develop learner support - a guideline through the key issues - "The guidelines aim to assist: managers of learning schemes wishing to develop support to learners, providers of programmes and materials wishing to recommend support options to customers and course designers who need to ensure that programmes are adequately supplied. It provides users with an overview of what is meant by learner support and the different options and includes a step by step approach with a checklist at each stage to help users develop a strategy for the review and development of learner support in the organisation." British Learning Association10 steps to develop learner support - a guideline through the... [E-Learning Centre]

Sites for Students

Sites for Students - techLEARNING.com | Technology & Learning - The Resource for Education Technology Leaders... [Teaching an Developping Online]

Web Based Resources Project

Web Based Resources Project - The Saskatoon Public School Division in partnership with Saskatchewan Education made a commitment to the development of on-line resources to support teachers in the delivery of Core Curriculum in Saskatchewan schools.The development resulted in the enhanced use of technology as... [Teaching an Developping Online]

Science Resources Grades K-9

Science Resources Grades K-9 - This site features resources (units and internet sites) that support the Saskatchewan Science Curriculum objectives grades 1-9. Science Resources... [Teaching an Developping Online]

March Resources

March Resources - Resources for teachers and students. March Resources... [Teaching an Developping Online]

Teaching and Learning Resources

Teaching and Learning Resources - Teaching requires a wealth of skills. This section will provide you with the just-in-time tools you need to be successful in the classroom, online or at a distance. BCIT ~ Learning Resources Unit | Resources... [Teaching an Developping Online]

Teaching Tips Index

Teaching Tips Index - This is a website that you will want to add to your favourite list. A great set of resources. TEACHING TIPS... [Teaching an Developping Online]
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